Engineering Bridges

In this unit, students explore how engineers and architects design structures that help human populations survive and thrive in their environment. Students take on the challenges of civil engineers as they design different types of bridges to discover a design that can carry the maximum load. This page highlights the components of this lesson.

Science Background for Teachers:

Science background gives teachers more in-depth information on the phenomena students explore in this unit. Below is an excerpt of the science background information from this lesson on engineering bridges. 

Designing Bridges

Bridges also play an important role in society because bridges are structures that allow humans to cross obstacles such as valleys or bodies of water. The span of a bridge is the distance it crosses unsupported from below. Like skyscrapers, bridges have to balance all of the forces acting on them. A well-built bridge doesn’t fail because it is made of shapes and materials that balance the forces of tension and compression.

Compression happens on the deck or roadway of a bridge. The weight of people walking or cars driving puts downward pressure on the structure. If a bridge experiences too great a load without enough upward support, it will buckle or break. Tension happens as traffic on the roadway causes the underside of the bridge to become longer. If a bridge experiences too much tension on the bottom without enough support, it will snap.

Different bridge designs work depending on the environment and needs of a particular bridge. For example, the Zakim Bridge, which Miguel Rosales designed in Boston, is a cable- stayed bridge, in which the weight of the deck is supported by a number of cables running directly to one or more towers. Cables are very strong pieces of rope made of steel wire. The cables running directly from the tower to the deck form the distinctive fan-like pattern you see in the Zakim Bridge.

Types of Bridges

Engineers design cable-stayed bridges and a kind of bridge called suspension bridges when they need to span long distances. A suspension bridge is a bridge with long cables that hold up the roadway. The deck is attached to two towers by cables, ropes, or chains. As weight pushes down on the deck, the compression forces are transferred up the cables, ropes, or chains to the towers. The towers then spread out the compression forces directly into the ground.

Tension on the bridge is transferred to the supporting cables, which run horizontally between two anchorages. Bridge anchorages are solid rock or massive concrete blocks that ground the bridge. The tension passes to the anchorages and into the ground.

Engineers design beam bridges to span short distances. The simplest bridge design, beam bridges are designed like a fallen log across a stream. A beam bridge is made up of a long flat piece of material like wood, concrete, or steel. This beam is placed on top of an embankment. Most bridges that go over highways are beam bridges. If the distance gets too long, then the beam part of the bridge can flex and break, so piers are needed to shorten the span for support.

Truss and Arch Bridges

A truss bridge is a modified beam bridge made with many diagonal cross-supports (trusses). Truss bridges add triangles to the shape of a beam bridge to make it stronger. Remember that triangles are the building blocks of many structures because they can bear large loads without losing their shape. Because of their shape, truss bridges use materials efficiently. This makes them economical to build. However, like beam bridges, truss bridges can only span a limited distance.

An arch bridge is another variation of the beam bridge that can span greater distances. The roadway of an arch bridge is held up by a semi-circle curve unsupported by piers. The curved arches transfer the downward weight of the roadway into two end supports called abutments. Arch bridges need strong abutments. The arch design under the roadway means that all of the weight from the compression on the top of the bridge is sent sideways into the abutments. The abutments support loads passing over the top of the bridge. Because of their design, arch bridges experience very little tension.

Supports Grade 6

Science Lesson: Engineering Bridges

The same force phenomena that act on skyscrapers act on bridges, but in different ways. Bridges solve the problem of how to travel from one shore to another with goods and/or people. In this lesson, students engineer a bridge prototype that resists the phenomena of tension and compression forces. 

Science Big Ideas

  • Like skyscrapers, bridges have to be designed to withstand all of the forces that act on it. 
  • Different bridge designs have different strategies to resist tension and compression and span different distances. Engineers need to think about many factors when deciding on a bridge design.
  • A part of all bridges will have to be unsupported from below. The distance a bridge crosses unsupported from below is called its span. The bridge has to be designed so that the span is strong enough to withstand all of the weight on top of it.

Sample Unit CTA-2
Discover Complete Hands-on Screens-off Core Science Curriculum for K-8 Classrooms

Prepared hands-on materials, full year grade-specific curriculum, and personalized live professional development designed to support mastery of current state science standards.

Science Essential Questions

  • How are bridges similar to skyscrapers?
  • What are some of the challenges facing engineers who design bridges?
  • How do compression and tension act on bridges?
  • What problem do suspension bridges solve?
  • When would a beam bridge be a good choice for a bridge?
  • When would a truss bridge be a better choice for a bridge than a beam bridge or an arch bridge?

Common Science Misconceptions

Misconception: The forces that act on objects are different from the forces that act on living things.
Fact: The same forces act on objects and on living things.
Misconception: If an object is at rest, no forces are acting on it.
Fact: Forces act on everything at all times.
Misconception: The shape of a structure doesn’t affect its ability to withstand forces
Fact: Some structures are better able to withstand the different forces that act on it than other structures.

Science Vocabulary

Arch Bridge : a bridge with a roadway held up by a semi- circle curve unsupported by piers

Beam Bridge : a short bridge with a roadway supported by columns called piers

Bridge : a structure that allows humans to cross over obstacles such as valleys or bodies of water

Cable : a very strong piece of rope made of steel wire

Cable-Stayed Bridge : a bridge in which the weight of the deck is supported by a number of cables running directly to one or more towers

Span : the distance a bridge crosses unsupported from below

Suspension Bridge : a bridge with long cables that hold up the roadway

Truss Bridge : a modified beam bridge made with many diagonal cross-supports (trusses)

Lexile(R) Certified Non-Fiction Science Reading (Excerpt)

Designing Structures that Benefit Society

When Miguel Rosales was in middle and high school, his favorite class was art. He now uses art in his job because Miguel is an engineer and architect who designs bridges.

Miguel enjoys designing bridges because they have such an important role in society. A bridge is a structure that allows humans to cross obstacles such as valleys or bodies of water. The span is the distance a bridge crosses unsupported from below.

Designing Boston’s Zakim Bridge

Miguel was the lead architect and designer for the Leonard P. Zakim Bunker Hill Bridge. This bridge crosses the Charles River in Boston, Massachusetts.

This bridge took 10 years to complete. Miguel worked hard on the bridge’s design. He wanted it to fit into its surroundings. Before construction on the bridge began, Miguel made many 3-D drawings and models. He also made computer drawings so he could see how the bridge would appear when it was complete.

Like skyscrapers, bridges have to balance all of the forces acting on them. A well-built bridge doesn’t fail because it is made of shapes and materials that balance these forces.

Design of Bridges

Compression happens on the deck or roadway of a bridge. The weight of people walking or cars driving puts downward pressure on the structure. If a bridge experiences too great a load without enough upward support, it will buckle or break. Tension happens as traffic on the roadway causes the underside of the bridge to become longer. If a bridge experiences too much tension on the bottom without enough support, it will snap.

Different bridge designs handle the forces that act on the bridge in different ways, such as by transferring force from an area of weakness to an area of strength.

Zakim Bridge Design

The Zakim Bridge is a kind of cable-stayed bridge. This is a bridge design that includes one or more towers with cables that run directly from the tower to the roadway. Cables are very strong pieces of rope made of steel wire. The cables running directly from the tower to the deck form the distinctive fan-like pattern you see in the Zakim Bridge.

Cable-stay bridges are similar to another bridge design called a suspension bridge. Engineers design cable-stayed bridges or suspension bridges when they need to span long distances. To suspend means to hang in the air.

 
Engineering Bridges
Engineering Bridges
Engineering Bridges
 

Hands-on Science Activity

In this lesson, students solve the problem of replacing old automobile bridges by engineering their own bridge prototypes that resists tension and compression forces. Through this engineering design activity, students evaluate how engineers use scientific concepts and knowledge to design technologies that solve problems.

Science Assessments

KnowAtom incorporates formative and summative assessments designed to make students thinking visible for deeper student-centered learning.

  • Vocabulary Check
  • Lab Checkpoints
  • Concept Check Assessment 
  • Concept Map Assessment 
  • And More...

civil-engineering-map

Science Standards

See How KnowAtom Aligns to NGSS Science Standards

Discover hands-on screens-off core science curriculum for student centered K-8 classrooms. KnowAtom supports classrooms with all hands-on materials, curriculum, and professional development to support mastery of the standards.

Download the Alignment to NGSS
Standards Tags: MS-ETS1-1 , MS-ETS1-2 , MS-ETS1-3 , MS-ETS1-4 , 6.MS-ETS1-1 , 6.MS-ETS1-5 (MA) , 6.MS-ETS1-6 (MA) , 7.MS-ETS1-2 , 7.MS-ETS1-4 , 8-MS-PS1-2 , 8-MS-ESS3-2 , 6.MS-ETS2-2 (MA) , 6.MS-ETS2-3 (MA) , 7.MS-ETS1-7 (MA) , 7.MS-ETS3-4 (MA) , 6-ESS3-2 , 7.2.3 , 8.1.4 , 8.4.5 , 6.ETS1.2 , S8P1 , 6.P4U2.5 , 8.P4U2.5 , 6E.2.1.1.3 , 6-8.PS1.A.3 , 6-8.ESS3.B.1 , 6-8.ETS1.A.1 , 6-8.ETS1.B.1 , 6-8.ETS1.B.2 , 6-8.ETS1.B.3 , MS-ESS3-2 , MS-PS1-3 , MS-ESS3-3 , 3.2.6-8.C , 3.3.6-8.L , 3.5.6-8.A , 3.5.6-8.B , 3.5.6-8.C , 3.5.6-8.D , 3.5.6-8.E , 3.5.6-8.F , 3.5.6-8.G , 3.5.6-8.H , 3.5.6-8.I , 3.5.6-8.J , 3.5.6-8.K , 3.5.6-8.L , 3.5.6-8.M(ETS) , 3.5.6-8.N(ETS) , 3.5.6-8.O , 3.5.6-8.P(ETS) , 3.5.6-8.Q , 3.5.6-8.R , 3.5.6-8.S , 3.5.6-8.T , 3.5.6-8.U , 3.5.6-8.V , 3.5.6-8.W(ETS) , 3.5.6-8.X , 3.5.6-8.Y , 3.5.6-8.Z , 3.5.6-8.AA , 3.56-8.CC , 3.5.6-8.DD , 3.5.6-8.EE , 3.5.6-8.FF , 3.5.6-8.GG , 3.5.6-8.HH , 3.5.6-8.II , 3.5.6-8.JJ , 3.5.6-8.KK , 3.5.6-8.LL , Asking questions and defining problems , Developing and using models , Planning and carrying out investigations , Analyzing and interpreting data , Constructing explanations and designing solutions , Engaging in argument from evidence , Obtaining evaluating and communicating information , Defining and Delimiting Engineering Problems , Optimizing the Design Solution , Developing Possible Solutions , Cause and Effect , Influence of Science Engineering and Technology on Society and the Natural World , Energy 16 , Earth and Human Activity 15 , Earth and Human Activity 16 ,
New call-to-action

Standards citation: NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. Neither WestEd nor the lead states and partners that developed the Next Generation Science Standards were involved in the production of this product, and do not endorse it.